senior school - nord anglia education...ibdp core requirements ... they are mathematics, the natural...

SENIOR SCHOOLOPTIONS GUIDE

IBDP

CONTENTS

Group 1 - Studies in Language & Literature

Group 2 - Language Acquisition

Group 3 - Individuals & Societies

Group 4 - Experimental Sciences

Group 5 - Mathematics

Group 6 - The Arts

Students take written examinations at the end of the programme, which are marked by external IB examiners. Students also complete assessment tasks in the school, which are either initially marked by teachers and then moderated by external moderators or sent directly to external examiners.

The marks awarded for each course range from 1 (lowest) to 7 (highest). Students can also be awarded up to three additional points for their combined results on Theory of Knowledge and extended essay.

The diploma is awarded to students who gain at least 24 points, subject to passing the core and meeting the requirements across the whole programme.

The highest total that a Diploma Programme student can be awarded is 45 points.

The Curriculum

Students in the IB Diploma Programme (DP) must choose one subject from each of the five Groups (1 to 5), ensuring breadth of knowledge and understanding. Students must also choose either an arts subject from Group 6, or a second subject from Groups 1 to 5 (a selection of Group 1 to 5 subjects are offered in Group 6).

IB DP subjects can be taken at higher level (HL) or standard level (SL). At least three and not more than four subjects are taken at higher level.

In addition to the six DP subjects, the Diploma Programme features three core elements that broaden students’ educational experience and challenge them to apply their knowledge and skills.

IBDP Core Requirements

The extended essay asks students to engage in independent research through an in-depth study of a question relating to one of the DP subjects they are studying.

Theory of knowledge develops a coherent approach to learning that unifies the academic disciplines. In this course on critical thinking, students inquire into the nature of knowing and deepen their understanding of knowledge as a human construction.

Creativity, action, service (CAS) involves students in a range of activities alongside their academic studies throughout the Diploma Programme. Creativity encourages students to engage in the arts and creative thinking. Action seeks to develop a healthy lifestyle through physical activity. Service with the community offers a vehicle for new learning with academic value. The three strands of CAS enhance students’ personal and interpersonal development through experiential learning and enable journeys of self-discovery.

Assessment

INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME

“I/we know X” or “I/we know how to Y”, or a statement about knowledge; a knowledge question is an open question about knowledge. The ways of knowingWhile there are arguably many ways of knowing, the TOK course identifies eight specific ways of knowing (WOKs). They are language, sense perception, emotion, reason, imagination, faith, intuition, and memory. Students must explore a range of ways of knowing, and it is suggested that studying four of these eight in depth would be appropriate.

The WOKs have two roles in TOK:• they underlie the methodology of the areas of knowledge• they provide a basis for personal knowledge.

Discussion of WOKs will naturally occur in a TOK course when exploring how areas of knowledge operate.

Since they rarely function in isolation, the TOK course should explore how WOKs work, and how they work together, both in the context of different areas of knowledge and in relation to the individual knower.

The areas of knowledgeAreas of knowledge are specific branches of knowledge, each of which can be seen to have a distinct nature and different methods of gaining knowledge. TOK distinguishes between eight areas of knowledge.

They are mathematics, the natural sciences, the human sciences, the arts, history, ethics, religious knowledge systems, and indigenous knowledge systems. Students must explore a range of areas of knowledge.

The knowledge framework is a device for exploring the areas of knowledge. It identifies the key characteristics of each area of knowledge by depicting each area as a complex system of five interacting components. This enables students to effectively compare and contrast different areas of knowledge and allows the possibility of a deeper exploration of the relationship between areas of knowledge and ways of knowing.

External = 67%

Essay on a prescribed title (10 marks) One essay on a title chosen from a list of six titles prescribed by the IB for each examination session.

The maximum length for the essay is 1,600 words.

INTERNAL = 33%

The presentation (10 marks) One presentation to the class by an individual or a group (a maximum of three persons in a group). Approximately 10 minutes

per student is allowed for the presentation.

One written presentation planning document (TK/PPD) for each student.

Assessment

THEORY OF KNOWLEDGE

The overall aim of TOK is to encourage students to formulate answers to the question “how do you know?” in a variety of contexts, and to see the value of that question. This allows students to develop an enduring fascination with the richness of knowledge.

Specifically, the aims of the TOK course are for students to:

1. make connections between a critical approach to the construction of knowledge, the academic disciplines and the wider world

2. develop an awareness of how individuals and communities construct knowledge and how this is critically examined

3. develop an interest in the diversity and richness of cultural perspectives and an awareness of personal and ideological assumptions

4. critically reflect on their own beliefs and assumptions, leading to more thoughtful, responsible and purposeful lives

5. understand that knowledge brings responsibility which leads to commitment and action.

Aims Syllabus Content

Knowing about knowingTOK is a course about critical thinking and inquiring into the process of knowing, rather than about learning a specific body of knowledge. It is a core element which all Diploma Programme students undertake and to which all schools are required to devote at least 100 hours of class time.

TOK and the Diploma Programme subjects should support each other in the sense that they reference each other and share some common goals. The TOK course examines how we know what we claim to know. It does this by encouraging students to analyse knowledge claims and explore knowledge questions. A knowledge claim is the assertion that

TOK

Syllabus Content

All eight outcomes must be present for a student to complete the CAS requirement. Some may be demonstrated many times, in a variety of activities, but completion requires only that there is some evidence for every outcome.

Assessment

COMMUNITY, ACTION,SERVICE

The CAS programme aims to develop students who are:• reflective thinkers—they understand their own strengths and

limitations, identify goals and devise strategies for personal growth

• willing to accept new challenges and new roles• aware of themselves as members of communities with

responsibilities towards each other and the environment• active participants in sustained, collaborative projects• balanced—they enjoy and find significance in a range of

activities involving intellectual, physical, creative and emotional experiences.


Worked collaboratively with othersCollaboration can be shown in many different activities, such as team sports, playing music in a band, or helping in a kindergarten. At least one project, involving collaboration and the integration of at least two of creativity, action and service, is required.

Shown perseverance and commitment in their activitiesAt a minimum, this implies attending regularly and accepting a share of the responsibility for dealing with problems that arise in the course of activities.

Engaged with issues of global importanceStudents may be involved in international projects but there are many global issues that can be acted upon locally or nationally (for example, environmental concerns, caring for the elderly).

Considered the ethical implications of their actionsEthical decisions arise in almost any CAS activity (for example, on the sports field, in musical composition, in relationships with others involved in service activities). Evidence of thinking about ethical issues can be shown in various ways, including journal entries and conversations with CAS advisers.

Developed new skillsAs with new challenges, new skills may be shown in activities that the student has not previously undertaken, or in increased expertise in an established area.

CAS

Syllabus Content

As a result of their CAS experience as a whole, including their reflections, there should be evidence that students have:

Increased their awareness of their own strengths and areas for growthThey are able to see themselves as individuals with various skills and abilities, some more developed than others, and understand that they can make choices about how they wish to move forward.

Undertaken new challengesA new challenge may be an unfamiliar activity, or an extension to an existing one.

Planned and initiated activitiesPlanning and initiation will often be in collaboration with others. It can be shown in activities that are part of larger projects, for example, ongoing school activities in the local community, as well as in small student-led activities.

The extended essay contributes to the overall diploma score through the award of points in conjunction with theory of knowledge. A maximum of three points are awarded according to a student’s combined performance in both the extended essay and theory of knowledge.

Both the extended essay and theory of knowledge are measured against published assessment criteria. According to the quality of the work, and based on the application of these assessment criteria, a student’s performance in each of the extended essay and theory of knowledge will fall into one of the five bands described previously.

The total number of points awarded is determined by the combination of the performance levels achieved by the student in both the extended essay and theory of knowledge according to the following matrix.

All extended essays are externally assessed by examiners appointed by the IB, and are marked on a scale from 0 to 36. This maximum score is made up of the total criterion levels available for each essay. The total score obtained on the scale 0 to 36 is used to determine in which of the following bands the extended essay is placed. The band descriptors are:

A Work of an excellent standardB Work of a good standardC Work of a satisfactory standardD Work of a mediocre standardE Work of an elementary standard.

A Research questionB IntroductionC InvestigationD Knowledge and understanding of the topic studiedE Reasoned argumentF Application of analytical and evaluative skills appropriate to the subjectG Use of language appropriate to the subjectH ConclusionI Formal presentationJ AbstractK Holistic judgment

Theory of Knowledge

ExcellentA

GoodB

SatisfactoryC

MediocreD

Elementary E Not submitted

Exte

nded

Ess

ay

Excellent A 3 3 2 2 1 + Failing

Condition N

Good B 3 2 1 1 Failing condition* N

Satisfactory C 2 1 1 0 Failing condition* N

Mediocre D 2 1 0 0 Failing condition* N

Elementary E

1 + Failing condition* Failing condition* Failing condition* Failing condition* Failing condition* N

Not submitted N N N N N N

A student who, for example, writes a good extended essay and whose performance in theory of knowledge is judged to be satisfactory will be awarded 1 point, while a student who writes a mediocre extended essay and whose performance in theory of knowledge is judged to be excellent will be awarded 2 points.

A student who fails to submit an extended essay will be awarded N for the extended essay, will score no points, and will not be awarded a diploma.

Performance in both the extended essay and theory of knowledge of an elementary standard is a failing condition for the award of the diploma.

Assessment

EXTENDED ESSAY

The aims of the extended essay are to provide students with the opportunity to:• pursue independent research on a focused topic• develop research and communication skills• develop the skills of creative and critical thinking• engage in a systematic process of research appropriate to the

subject• experience the excitement of intellectual discovery.


The extended essay is an in-depth study of a focused topic chosen from the list of approved Diploma Programme subjects—normally one of the student’s six chosen subjects for the IB diploma. It is intended to promote high-level research and writing skills, intellectual discovery and creativity. It provides students with an opportunity to engage in personal research in a topic of their own choice, under the guidance of a supervisor (a teacher in the school). This leads to a major piece of formally presented, structured writing, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject chosen. It is recommended that completion of the written essay is followed by a short, concluding interview, or viva voce, with the supervisor.

AWARD OF DIPLOMA CORE POINTS

GROUP 1STUDIES IN LANGUAGE & LITERATURE

ENGLISH LITERATUREHL & SL

ENGLISH - LANGUAGE & LITERATUREHL & SL

KOREAN - LITERATUREHL & SL

CHINESE - LANGUAGE & LITERATUREHL & SL

SELF TAUGHT - LITERATURESL ONLYThe aims of Language A: Literature and Language A: Language and Literature at SL and HL, and of literature and performance at SL are to:1. Introduce students to a range of texts from different periods, styles and genres2. Develop in students the ability to engage in close, detailed analysis of individual texts and make relevant

connections3. Develop the students’ powers of expression, both in oral and written communication4. Encourage students to recognize the importance of the contexts in which texts are written and received5. Encourage, through the study of texts, an appreciation of the different perspectives of people from other

cultures, and how these perspectives construct meaning6. Encourage students to appreciate the formal, stylistic and aesthetic qualities of texts7. Promote in students an enjoyment of, and lifelong interest in, language and literature.

Self-Taught Literature Where a student’s mother tongue cannot be supported through a taught language A Literature class, the school supported self-taught option is available at SL. The programme of study for self-taught students is identical to that of taught students but with the requirement that all the works studied must be taken from the prescribed book list (PBL) and the prescribed world literature book list (PWL).

1

AssessmentAssessment HL SL

External = 70%

PAPER 1 Literary commentary (2 hours) Guided literary analysis (1 Hour 30 minutes)

PAPER 2 Essay (2 hours) Essay (1 hour 30 minutes)

WRITTEN ASSIGNMENT Students submit a reflective statement and literary essay on one work studied in part 1.

Students submit a reflective statement and literary essay on one work studied in part 1.

INTERNAL = 30%

INDIVIDUAL ORAL COMMENTARY

Students present a formal oral commentary and answer subsequent questions on an extract from a work studied in part 2.

Students present a formal oral commentary and answer subsequent questions on an extract from a work studied in part 2.

INDIVIDUAL ORAL PRESENTATION

The presentation is based on works studied in part 4. The presentation is based on works studied in part 4.

Assessment

Assessment HL SL

External = 70%

PAPER 1 Comparative textual analysis (2 hours) Textual analysis (1 hour and 30 minutes)

PAPER 2 Essay (2 hours) Essay (1 hour 30 minutes)

WRITTEN ASSIGNMENT Students produce at least four written tasks based on material studied in the course.Students submit two of these tasks for external assessment.

Students produce at least three written tasks based on material studied in the course.Students submit one of these tasks for external assessment.

INTERNAL = 30%

INDIVIDUAL ORAL COMMENTARY

Students comment on an extract from a literary text studied in part 4 of the course.

Students comment on an extract from a literary text studied in part 4 of the course.

INDIVIDUAL ORAL ACTIVITY Students complete at least two further oral activities, one based on part 1 and one based on part 2 of the course.

Students complete at least two further oral activities, one based on part 1 and one based on part 2 of the course.

LANGUAGE A LITERATURE

In addition, the aims of the English A Literature course at SL and at HL are to:

• Develop in students an understanding of the techniques involved in literary criticism

• Develop the students’ ability to form independent literary judgments and to support those ideas.


PART 2: DETAILED STUDY SL: Two works HL: Three works All works are chosen from the prescribed list of authors (PLA) from a different genre. PART 3: LITERARY GENRES SL: Three works HL: Four works All works are chosen from the prescribed list of authors (PLA) all from the same genre.

PART 4: OPTIONS SL: Three works HL: Three works Works are freely chosen in any combination.

ENGLISH & KOREAN

LANGUAGE A LANGUAGE & LITERATURE

In addition, the aims of the English A Language and Literature course at SL and at HL are to: • Develop in students an understanding of how language, culture

and context determine the ways in which meaning is constructed in texts.

• Encourage students to think critically about the different interactions between text, audience and purpose.


PART 3: LITERATURE–TEXTS AND CONTEXTS SL: Two texts, one of which is a text in translation from the prescribed literature in translation (PLT) list and one from the prescribed list of authors (PLA) for English A or chosen freely. HL: Three texts, one of which is a text in translation chosen from the prescribed literature in translation (PLT) list and one from the prescribed list of authors (PLA) for English A. The other may be chosen freely.

PART 4: LITERATURE – CRITICAL STUDY SL: Two texts, both of which are chosen from the prescribed list of authors (PLA) for English A. HL: Three texts, all of which are chosen from the prescribed list of authors (PLA) for English A.

ENGLISH & CHINESE

Syllabus Content

PART 1: WORKS IN TRANSLATION SL: Two works HL: Three works All works are chosen from the titles in the prescribed literature in translation (PLT) list.

Syllabus Content

1: LANGUAGE IN CULTURAL CONTEXT Texts are chosen from a variety of sources, genres and media.

PART 2: LANGUAGE AND MASS COMMUNICATION Texts are chosen from a variety of sources, genres and media.

GROUP 2LANGUAGE ACQUISITION

AB INITIOGERMANMANDARINSPANISH

LANGUAGE BCHINESEENGLISHFRENCHGERMANSPANISH

The aims of group 2 are to:1. Develop students’ intercultural understanding2. Enable students to understand and use the language they have studied in a range of contexts and for a

variety of purposes3. Encourage, through the study of texts and through social interaction, an awareness and appreciation of the

different perspectives of people from other cultures4. Develop students’ awareness of the role of language in relation to other areas of knowledge5. Develop students’ awareness of the relationship between the languages and cultures with which they are

familiar6. Provide students with a basis for further study, work and leisure through the use of an additional language7. Provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of an

additional language.

2

Assessment

EXTERNAL = 75%

PAPER 1: Receptive skills30%

Understanding of four written texts. (40 marks)Text-handling exercises.1 hour 30 minutes)

PAPER 2: Productive skills25%

Two compulsory writing exercises. (25 marks)Section A (7 marks): One question to be answered from a choice of two.Section B (18 marks): One question to be answered from a choice of three. (1 hour)

WRITTEN ASSIGNMENT: Receptive and productive skills 20%

A piece of writing, 200–350 words, demonstrating intercultural understanding and written in the target language. (20 marks)

INTERNAL = 25%

Interactive skills(individual oral) 25%

Individual oral (25 marks)Three-part oral internally assessed by the teacher and externally moderated by the IB towards the end of the course.•Part1:Presentationofavisualstimulus(fromachoiceoftwo)bythestudent.•Part2:Follow-upquestionsonthevisualstimulus.•Part3:Generalconversationincludingatleasttwoquestionsonthewrittenassignment.(10minutes)

LANGUAGE AB INITIO

Three areas of study—language, texts and themes—provide the basis of the two-year language ab initio course. These three fundamental areas are interconnected and should be studied concurrently. Interactive, productive and receptive skills are developed through study in these three areas and are of equal importance.

The language ab initio course has intercultural understanding at its heart to demonstrate both its importance and its interrelatedness within the areas of language, texts and themes.

Intercultural understanding is defined as an ability to demonstrate an understanding of cultural diversity and/ or similarity between the target culture(s) and the student’s own. The student develops a greater awareness of his or her own culture(s) through learning about another. Intercultural understanding provides both the link between the three areas of the course and the lens through which they should be addressed.


INDIVIDUAL AND SOCIETY Daily routines Education Food and drinkPersonal details, appearance and character Physical healthRelationships Shopping

LEISURE AND WORK EmploymentEntertainment HolidaysMedia Sport Technology Transport

URBAN AND RURAL ENVIRONMENTEnvironmental concernsGlobal issuesNeighbourhoodPhysical geographyTown and servicesWeather

MANDARIN, SPANISH & GERMAN

Assessment

Assessment HL SL

EXTERNAL = 70%

PAPER 1: Receptive skills25%

Text-handling exercises on four written texts, based on the core. (1 hour 30 minutes)

Text-handling exercises on four written texts, based on the core. (1 hour 30 minutes)

PAPER 2: Written productive skills25%

Two compulsory writing exercises.Section A: One task of 250–400 words, based on the options, to be selected from a choice of five.Section B: Response of 150–250 words to a stimulus text, based on the core.

One writing exercise of 250–400 words from a choice of five, based on the options.

Written assignment: Receptive and written productive skills20%

Creative writing of 500–600 words plus a 150-word rationale, based on one of the literary texts read.

Intertextual reading followed by a written exercise of 300–400 words plus a 100-wordrationale, based on the core.

INTERNAL = 30%

Individual oral (8–10 minutes) Based on the options: 15 minutes’ preparation time and a 10-minute (maximum) presentation and discussion with the teacher.

Based on the options: 15 minutes’ preparation time and a 10-minute (maximum) presentation and discussion with the teacher.

Interactive oral activity Based on the core: Three classroom activities assessed by the teacher.

Based on the core: Three classroom activities assessed by the teacher.

LANGUAGE B

Language B is a language acquisition course developed at two levels—standard level (SL) and higher level (HL)—for students with some background in the target language. While acquiring a language, students will explore the culture(s) connected to it. The focus of these courses is language acquisition and intercultural understanding.

The language B syllabus approaches the learning of language through meaning. Through the study of the core and the options at SL and HL, plus two literary works at HL, students build the necessary skills to reach the assessment objectives of the language B course through the expansion of their receptive, productive and interactive skills.


CORE• Communication and media• Global issues• Social relationships

OPTIONS• Cultural diversity• Customs and traditions• Health• Leisure• Science and technology

At both SL and HL, teachers select two options.Also, at HL, students read two works of literature.

ENGLISH, MANDARIN, FRENCH, SPANISH, GERMAN

GROUP 3INDIVIDUALS & SOCIETIES

BUSINESS & MANAGEMENTHL & SL

ECONOMICSHL & SL

GEOGRAPHYHL & SL

HISTORYHL & SL

ITGSHL & SL

PSYCHOLOGYHL & SL

3

The aims of all subjects in group 3, individuals and societies are to:1. Encourage the systematic and critical study of: human experience and behaviour; physical, economic and

social environments; the history and development of social and cultural institutions2. Develop in the student the capacity to identify, to analyse critically and to evaluate theories, concepts and

arguments about the nature and activities of the individual and society3. Enable the student to collect, describe and analyse data used in studies of society, to test hypotheses and

interpret complex data and source material4. Promote the appreciation of the way in which learning is relevant to both the culture in which the student

lives, and the culture of other societies5. Develop an awareness in the student that human attitudes and opinions are widely diverse and that a study

of society requires an appreciation of such diversity6. Enable the student to recognise that the content and methodologies of the subjects in group 3 are

contestable and that their study requires the toleration of uncertainty.

The aims of the business and management course at HL and SL are to:• promote the importance of exploring business issues from

different cultural perspectives• encourage a holistic view of the world of business• enable the student to develop the capacity to think critically

about individual and organisational behaviour• enhance the student’s ability to make informed business decisions• enable the student to appreciate the nature and significance of

change in a local, regional and global context• promote awareness of social, cultural and ethical factors in the

actions of organisations and individuals in those organisations• appreciate the social and ethical responsibilities associated with

businesses operating in international markets.


BUSINESS & MANAGEMENT

The 2 year Business and Management course is divided into the following units: 1. Business organisation and environment 2. Human Resources 3. Accounting and Finance 4. Marketing 5. Operations management 6. Business Strategy (HL Only)

Assessment HL SL

External = 75%

PAPER 1: Based on a case study issued in advance

40% - 2 hours 15 minutesSection A - Students answer two of three structured questions. (30 marks)Section B - Students answer one compulsory structured question including evaluative skills. (20 marks)Section C - Students answer one compulsory question focusing on strategic decision-making through the use of extension material. (30 marks)

35% - 1 hour 15 minutesSection A - Students answer two of three structured questions. (30 marks)Section B - Students answer one compulsory structured question including evaluative skills. (20 marks)

PAPER 2: Data response paper

35% - 2 hours 15 minutesSection A - Students answer one of two structured questions based on stimulus material with a quantitative element. (25 marks)Section B - Students answer two of three structured questions based on stimulus material. (50 marks)

40% - 1 hour 45 minutesSection A - Students answer one of two structured questions based on stimulus material with a quantitative element. (20 marks)Section B - Students answer two of three structured questions based on stimulus material. (40 marks)

INTERNAL = 25%

RESEARCH PROJECT (HL) OR WRITTEN COMMENTARY( SL)

25% - (25 marks) 30 hours - (Maximum 2,000 words)Research proposal and action plan—a working document not part of the actual report, but part of planning.Report that addresses an issue facing an organisation or analyses a decision to be made by an organisation.

25% - (25 marks) 15 hours - (Maximum 1,500 words)Written commentary based on three to five supporting documents about a real issue or problem facing a particular organisation.

The aims of the economics syllabus at SL and HL are to enable students to:1. Develop an understanding of microeconomic and

macroeconomic theories and concepts and their real-world application

2. Develop an appreciation of the impact on individuals and societies of economic interactions between nations

3. Develop an awareness of development issues facing nations as they undergo the process of change.


Assessment

ECONOMICS

Section 1: MicroeconomicsSection 2: MacroeconomicsSection 3: International economicsSection 4: Development economics

Assessment HL SL

External = 80%

PAPER 1: Extended response

Section ASyllabus content: section 1—microeconomicsStudents answer one question from a choice of two. (25 marks)Section BSyllabus content: section 2—macroeconomicsStudents answer one question from a choice of two. (25 marks)30%

Section ASyllabus content: section 1—microeconomicsStudents answer one question from a choice of two. (25 marks)Section BSyllabus content: section 2—macroeconomicsStudents answer one question from a choice of two. (25 marks)40%

PAPER 2: Data response paper

Section ASyllabus content: section 3—international economicsStudents answer one question from a choice of two. (20 marks)Section BSyllabus content: section 4—development economicsStudents answer one question from a choice of two. (20 marks)30%

Section ASyllabus content: section 3—international economicsStudents answer one question from a choice of two. (20 marks)Section BSyllabus content: section 4—development economicsStudents answer one question from a choice of two. (20 marks)40%

PAPER 3: HL Extension

Syllabus content, including HL extension material: sections 1 to 4—microeconomics,macroeconomics, international economics, development economicsStudents answer two questions from a choice of three. (25 marks per question)20%

INTERNAL = 20%

COMMENTARY PORTFOLIO

Students produce a portfolio of three commentaries, based on different sections of the syllabus and on published extracts from the news media.Maximum 750 words x 3 (45 marks)

Students produce a portfolio of three commentaries, based on different sections of the syllabus and on published extracts from the news media.Maximum 750 words x 3 (45 marks)

Assessment

Assessment

GEOGRAPHY

Assessment HL SL

EXTERNAL = 80% HL, 75% SL

PAPER 1: Core themeSection A: Students answer all short-answer questions. Some include data. Section B: Students answer one extended response question. (60 marks) 25%

Core themeSection A: Students answer all short-answer questions. Some include data. Section B: Students answer one extended response question. (60 marks) 40 %

PAPER 2: Three optional themesStudents answer three structured questions based on stimulus material, each selected from a different theme. For each theme there is a choice of two questions. Some stimulus material is included in the resources booklet.(60 marks) 35%

Two optional themesStudents answer two structured questions based on stimulus material, each selected from a different optional theme. For each theme there is a choice of two questions.Some stimulus material is included in the resources booklet.(40 marks) 35%

PAPER 3: HL Extension

Students answer one of three essay questions.(25 marks) 20%

INTERNAL = 20% HL, 25% SL

WRITTEN REPORT

Any topic from the syllabusWritten report based on fieldwork. Maximum 2,500 words20%

Any topic from the syllabusWritten report based on fieldwork. Maximum 2,500 words25%

The aims of the geography syllabus at SL and HL are to enable students to:• Develop an understanding of the interrelationships between

people, places, spaces and the environment• Develop a concern for human welfare and the quality of the

environment, and an understanding of the need for planning and sustainable management

• Appreciate the relevance of geography in analysing contemporary issues and challenges, and develop a global perspective of diversity and change.


CORE THEME—PATTERNS AND CHANGE 1. Populations in transition2. Disparities in wealth and development3. Patterns in environmental quality and sustainability4. Patterns in resource consumption

OPTIONAL THEMES Two optional themes are required at SL.Three optional themes are required at HL.

Syllabus Content

A. Freshwater—issues and conflictsB. Oceans and their coastal marginsC. Extreme environmentsD. Hazards and disasters—risk assessment and responseE. Leisure, sport and tourismF. The geography of food and healthG. Urban environments

HL EXTENSION—GLOBAL INTERACTIONSThere are seven compulsory topics in the HL extension.1. Measuring global interactions2. Changing space—the shrinking world3. Economic interactions and flows4. Environmental change5. Sociocultural exchanges6. Political outcomes7. Global interactions at the local level

FieldworkFieldwork, leading to one written report based on a fieldwork question, information collection and analysis with evaluation.

HISTORY

Assessment HL SL


PAPER 1: Three prescribed subjectsFour short-answer/structured questions(25 marks) 20%

Three prescribed subjectsFour short-answer/structured questions(25 marks) 30%

PAPER 2 Five topicsTwo extended-response questions(40 marks) 25%

Five topicsTwo extended-response questions(40 marks) 45%

PAPER 3: HL Exten-sion

Three extended-response questions(60 marks) 35%


HISTORICAL INVESTIGATION

Historical investigation on any area of the syllabusApproximately 20 hours(25 marks) 20%

Historical investigation on any area of the syllabusApproximately 20 hours(25 marks) 25%

The aims of the history course at SL and HL are to:• Promote an understanding of history as a discipline, including the

nature and diversity of its sources, methods and interpretations• Encourage an understanding of the present through critical

reflection upon the past• Encourage an understanding of the impact of historical

developments at national, regional and international levels• Develop an awareness of one’s own historical identity through

the study of the historical experiences of different cultures.


20TH CENTURY WORLD HISTORY—PRESCRIBED SUBJECTS1. Peacemaking, peacekeeping—international relations 1918–362. The Arab–Israeli conflict 1945–793. Communism in crisis 1976–89

20TH CENTURY WORLD HISTORY—TOPICS1. Causes, practices and effects of wars2. Democratic states—challenges and responses3. Origins and development of authoritarian and single-party states4. Nationalist and independence movements in Africa and Asia and

post-1945 Central and Eastern European states5. The Cold War

HL OPTIONS1. Aspects of the history of Africa2. Aspects of the history of the Americas3. Aspects of the history of Asia and Oceania4. Aspects of the history of Europe and the Middle East

Assessment

PSYCHOLOGY

Assessment HL SL


PAPER 1 Section A: Three compulsory questions on part 1 of the syllabus.Section B: Three questions on part 1 of the syllabus. Students choose one question to answer in essay form.(46 marks) 35%

Section A: Three compulsory questions on part 1 of the syllabus.Section B: Three questions on part 1 of the syllabus. Students choose one question to answer in essay form.(46 marks) 50%

PAPER 2 Fifteen questions on part 2 of the syllabus. Students choose two questions to answer in essay form.(44 marks) 25%

Fifteen questions on part 2 of the syllabus. Students choose one question to answer in essay form.(22 marks) 25%

PAPER 3: Case Study Three compulsory questions based on an unseen text, covering part 3 of the syllabus.(30 marks)


Report A report of a simple experimental study conducted by the student.(28 marks)20%

A report of a simple experimental study conducted by the student.(20 marks)25%

The aims of the psychology course at SL and at HL are to:• Develop an awareness of how psychological research can be

applied for the benefit of human beings• Ensure that ethical practices are upheld in psychological inquiry• Develop an understanding of the biological, cognitive and

sociocultural influences on human behaviour• Develop an understanding of alternative explanations of

behaviour• Understand and use diverse methods of psychological inquiry.


PART 1: CORE • The biological level of analysis• The cognitive level of analysis• The sociocultural level of analysisPART 2: OPTIONS • Abnormal psychology• Developmental psychology• Health psychology• Psychology of human relationships• Sport psychologyPART 3: QUALITATIVE RESEARCH METHODOLOGY (HL ONLY)• Qualitative research in psychologyPART 4: SIMPLE EXPERIMENTAL STUDY • Introduction to experimental research methodology

Assessment

ITGS

Assessment HL SL


PAPER 1 Seven structured questions in three sections that assess in an integrated way the three strands of the syllabus.• Social and ethical significance• Application to specific scenarios• IT systemsSection AStudents answer two of three structured questions.Section BStudents answer one of two structured questions based on topic 3.10, “IT systems in organisations”.Section CStudents answer one of two structured questions based on topic 3.11, “Robotics, artificial intelligence and expert systems”.(80 marks) 35%

Five structured questions that assess in an integrated way the three strands of the syllabus.•Socialandethicalsignificance•Applicationtospecificscenarios•ITsystemsStudents answer three of five structured questions.(60 marks)40%

PAPER 2 This paper consists of one unseen article.Students are required to write a response to this article.(26 marks) 20%

This paper consists of one unseen article.Students are required to write a response to this article.(26 marks) 30%

PAPER 3: Case Study Four questions based on a pre-seen case study.25%


Development Project The development of an original IT product for a specified client. Students must produce:• a cover page using prescribed format• an original IT product• documentation supporting the product (word limit

2,000 words).(30 marks) 20%

The development of an original IT product for a specified client. Students must produce:• a cover page using prescribed format• an original IT product• documentation supporting the product (word limit

2,000 words).(30 marks) 30%

The aims of the information technology in a global society (ITGS) course at SL and HL are to:• Enable the student to evaluate social and ethical considerations

arising from the widespread use of IT by individuals, families, communities, organisations and societies at the local and global level

• Develop the student’s understanding of the capabilities of current and emerging IT systems and to evaluate their impact on a range of stakeholders

• Enable students to apply their knowledge of existing IT systems to various scenarios and to make informed judgments about the effects of IT developments on them

• Encourage students to use their knowledge of IT systems and practical IT skills to justify IT solutions for a specified client or end-user.


• Strand 1: Social and ethical significance• Strand 2: Application to specified scenarios• Strand 3: IT systems

The project (practical application of IT skills)The application of skills and knowledge to develop an original IT product for a specified client.

Assessment

GROUP 4EXPERIMENTAL SCIENCESBIOLOGYHL & SL

CHEMISTRYHL & SL

COMPUTER SCIENCEHL & SL

DESIGN TECHNOLOGYHL & SL

PHYSICSHL & SL

SPORTS, EXERCISE & HEALTH SCIENCESL ONLY

4

Through studying any of the group 4 subjects, students should become aware of how scientists work and communicate with each other. While the “scientific method” may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that distinguishes the group 4 subjects from other disciplines and characterises each of the subjects within group 4.

It is in this context that all the Diploma Programme experimental science courses should aim to:1. Provide opportunities for scientific study and creativity within a global context that will stimulate and challenge students2. Provide a body of knowledge, methods and techniques that characterise science and technology3. Enable students to apply and use a body of knowledge, methods and techniques that characterise science and technology4. Develop an ability to analyse, evaluate and synthesize scientific information5. Engender an awareness of the need for, and the value of, effective collaboration and communication during scientific

activities6. Develop experimental and investigative scientific skills7. Develop and apply the students’ information and communication technology skills in the study of science8. Raise awareness of the moral, ethical, social, economic and environmental implications of using science and technology9. Develop an appreciation of the possibilities and limitations associated with science and scientists10. Encourage an understanding of the relationships between scientific disciplines and the overarching nature of the

scientific method.

Assessment HL SL

EXTERNAL = 76%

PAPER 1 40 multiple-choice questions (±15 common to SL plus about five more on the core and about 20 more on the AHL)

30 multiple-choice questions on the core

PAPER 2 Section A: one data-based question and several short-answer questions on the core and the AHL (all compulsory)Section B: two extended-response questions on the core and the AHL (from a choice of four)

Section A: one data-based question and several short-answer questions on the core (all compulsory)Section B: one extended-response question on the core (from a choice of three)

PAPER 3 Several short-answer questions and one extended-response question in each of the two options studied (all compulsory)

Several short-answer questions in each of the two options studied (all compulsory)

INTERNAL = 24%

INTERNAL ASSESSMENTS

Students complete laboratory write-ups consisting of a design (D), data collection and processing (DCP) and conclusion and evaluation (CE). Each assessed twice.

GROUP 4 PROJECT Students complete a 10 hour project over 3 days where they take a topic and carry out an investigation that includes all of the Group 4 sciences. The project is split into planning, action and evaluation, with students giving a presentation of their findings on the final day.

BIOLOGY

Biologists have accumulated huge amounts of information about living organisms, and it would be easy to confuse students by teaching large numbers of seemingly unrelated facts. In the Diploma Programme biology course, it is hoped that students will acquire a limited body of facts and, at the same time, develop a broad, general understanding of the principles of the subject.Although the Diploma Programme biology course at standard level (SL) and higher level (HL) has been written as a series of discrete statements (for assessment purposes), there are four basic biological concepts that run throughout.• Structureandfunction• Universalityversusdiversity• Equilibriumwithinsystems• Evolution


Topic 6: Human health and physiology Higher LevelTopic 7: Nucleic acids and proteins Topic 8: Cell respiration and photosynthesis Topic 9: Plant science Topic 10: Genetics Topic 11: Human health and physiology

OPTIONSStandard Level Option A: Human nutrition and health Option B: Physiology of exercise Option C: Cells and energy

Standard & Higher LevelOption D: Evolution Option E: Neurobiology and behaviour Option F: Microbes and biotechnology Option G: Ecology and conservation

Higher LevelOption H: Further human physiologyStudents at SL are required to study any two options from A–G.Students at HL are required to study any two options from D–H.

Syllabus Content

COREHigher & Standard LevelTopic 1: Statistical analysis Topic 2: Cells Topic 3: The chemistry of life Topic 4: Genetics Topic 5: Ecology and evolution

Assessment

Assessment HL SL

EXTERNAL = 76%







INTERNAL = 24%



GROUP 4 PROJECT Students complete a 10 hour project over 3 days where they take a topic and carry out an investigation that includes all of the Group 4 sciences. The project is split into planning, action and evaluation, with students giving a presentation of their findings on the final day.

Assessment

CHEMISTRY

Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. It is called the central science, as chemical principles underpin both the physical environment in which we live and all biological systems. Apart from being a subject worthy of study in its own right, chemistry is a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science, and serves as useful preparation for employment.

The Diploma Programme chemistry course includes the essential principles of the subject but also, through selection of options, allows teachers some flexibility to tailor the course to meet the needs of their students.

The course is available at both standard level (SL) and higher level (HL), and therefore accommodates students who wish to study science in higher education and those who do not.


CORETopic 1: Quantitative chemistry, Topic 2: Atomic structure, Topic 3: Periodicity, Topic 4: Bonding, Topic 5: Energetics, Topic 6: Kinetics, Topic 7: Equilibrium, Topic 8: Acids and bases, Topic 9: Oxidation and reduction, Topic 10: Organic chemistry, Topic 11: Measurement and data processing

HIGHER LEVELTopic 12: Atomic structure, Topic 13: Periodicity 4, Topic 14: Bonding 5, Topic 15: Energetics 8, Topic 16: Kinetics 6, Topic 17: Equilibrium 4Topic 18: Acids and bases 10, Topic 19: Oxidation and reduction 5, Topic 20: Organic chemistry

OPTIONSStandard and Higher Level Option A: Modern analytical chemistry, Option B: Human biochemistry, Option C: Chemistry in industry and technology, Option D: Medicines and drugs, Option E: Environmental chemistry , Option F: Food chemistry, Option G: Further organic chemistry

Students at SL and HL are required to study any two options from A–G.

Assessment HL SL


PAPER 1 Paper 1 is an examination paper consisting of two compulsory sections.• Section A (30 minutes approximately) consists of

several compulsory short answer questions. The maximum mark for this section is 25.

• Section B (100 minutes approximately) consists of five compulsory structured questions. The maximum mark for this section is 75.

(100 marks) 40%

Paper 1 is an examination paper consisting of two compulsory sections.• Section A (30 minutes approximately) consists of

several compulsory short answer questions. The maximum mark for this section is 25.

• Section B (60 minutes approximately) consists of three compulsory structured questions. The maximum mark for this section is 45.

(70 marks) 45%

PAPER 2 Paper 2 is an examination paper linked to the option studied.The paper consists of between three and seven compulsory questions.The SL/HL core questions are common and worth 45 marks, HL extension is worth20 marks.(65 marks) 20%

Paper 2 is an examination paper linked to the option studied.The paper consists of between two and five compulsory questions.(45 marks) 25%

PAPER 3 Paper 3 is an examination paper of 1 hour consisting of four compulsory questions based on a pre-seen case study.(30 marks) 20%


Solution The development of a computational solution. Students must produce:• a cover page that follows the prescribed format• a product• supporting documentation (word limit 2,000 words).(34 marks)

The development of a computational solution. Students must produce:• a cover page that follows the prescribed format• a product• supporting documentation (word limit 2,000 words).(34 marks)

GROUP 4 PROJECT Students complete a 10 hour project over 3 days where they take a topic and carry out an investigation that includes all of the Group 4 Experimental Sciences. The project is split into planning, action and evaluation, with students giving a presentation of their findings on the final day.

COMPUTER SCIENCE

The Diploma Programme computer science course should aim to:• Provide opportunities for study and creativity within a global

context that will stimulate and challenge students developing the skills necessary for independent and lifelong learning

• Provide a body of knowledge, methods and techniques that characterise computer science

• Enable students to apply and use a body of knowledge, methods and techniques that characterise computer science

• Demonstrate initiative in applying thinking skills critically to identify and resolve complex problems

• Engender an awareness of the need for, and the value of, effective collaboration and communication in resolving complex problems

• Develop logical and critical thinking as well as experimental, investigative and problem-solving skills

• Develop and apply the students’ information and communication technology skills in the study of computer science to communicate information confidently and effectively

• Raise awareness of the moral, ethical, social, economic and environmental implications of using science and technology

• Develop an appreciation of the possibilities and limitations associated with continued developments in IT systems and computer science

• Encourage an understanding of the relationships between scientific disciplines and the over arching nature of the scientific method.


CORE• Topic 1: System Fundamentals • Topic 2: Computer Organisation • Topic 3: Networks • Topic 4: Computational Thinking, Problem-Solving and

Programming

HL EXTENSION• Topic 5: Abstract Data Structures• Topic 6: Resource management • Topic 7: Control Systems

OPTIONSOption A: DatabasesOption B: Modelling and SimulationOption C: Web ScienceOption D: Object-oriented Programming

Students study one option

Assessment

Assessment HL SL

EXTERNAL = 64%

PAPER 1 40 multiple-choice questions (±15 common to SL plus about five more on the core and about 20 more on theAHL)






INTERNAL = 36%


Students complete a teacher choice investigation that is marked against the four criteria— planning (P), research (R), development (D) and evaluation (E). Each is assessed twice, once during investigations and once in the design project.

Design Project Students complete an investigation of their own choice that is marked against the four criteria— planning (P), research (R), development (D) and evaluation (E). Each is assessed twice, once during investigations and once in the design project.

Group 4 Project Students complete a 10 hour project over 3 days where they take a topic and carry out an investigation that includes all of the Group 4 Experimental Sciences. The project is split into planning, action and evaluation, with students giving a presentation of their findings on the final day.

DESIGN TECHNOLOGY

To design with technology is to use human ingenuity in selected activities in order to meet needs and find solutions. This can be achieved through existing or new technologies. Design consists of gathering information about the problem or opportunity, processing that information, and planning for some kind of intervention either by modifying what is already there or by introducing something new. The designer is interested not just in the material environment but also in the social and technological.


CORE Topic 1: Design process Topic 2: Product innovation Topic 3: Green design Topic 4: Materials Topic 5: Product development Topic 6: Product design Topic 7: Evaluation

HL EXTENSIONTopic 8: Energy Topic 9: Structures Topic 10: Mechanical designTopic 11: Advanced manufacturing techniques Topic 12: Sustainable development

OPTIONSOption A: Food science and technology Option B: Electronic product design Option C: CAD/CAM Option D: Textiles Option E: Human factors design

Students at SL and HL are required to study one option from A–E.

Assessment

Assessment HL SL

EXTERNAL = 76%



PAPER 2 Section A: one data-based question and several short-answer questions on the core and the AHL (all compulsory)Section B: two extended-response questions on the core and the AHL(from a choice of four)




INTERNAL = 24%



Group 4 Project Students complete a 10 hour project over 3 days where they take a topic and carry out an investigation that includes all of the Group 4 sciences. The project is split into planning, action and evaluation, with students giving a presentation of their findings on the final day.

The Diploma Programme physics course allows students to develop traditional practical skills and techniques and to increase facility in the use of mathematics, which is the language of physics. It also allows students to develop interpersonal skills, and information and communication technology skills, which are essential in modern scientific endeavour and are important life-enhancing, transferable skills in their own right.

Physics is, above all, a human activity, and students need to be aware of the context in which physicists work. Illuminating its historical development places the knowledge and the process of physics in a context of dynamic change, in contrast to the static context in which physics has sometimes been presented. This can give students insights into the human side of physics: the individuals; their personalities, times and social milieux; and their challenges, disappointments and triumphs.


PHYSICS

CORETopic 1: Physics and physical measurement Topic 2: Mechanics Topic 3: Thermal physics Topic 4: Oscillations and waves Topic 5: Electric currentsTopic 6: Fields and forces Topic 7: Atomic and nuclear physics Topic 8: Energy, power and climate change AHL Topic 9: Motion in fields Topic 10: Thermal physics Topic 11: Wave phenomena Topic 12: Electromagnetic inductionTopic 13: Quantum physics and nuclear physics Topic 14: Digital technology OPTIONSOptions SLOption A: Sight and wave phenomena Option B: Quantum physics and nuclear physics Option C: Digital technology Option D: Relativity and particle physicsOptions SL and HLOption E: Astrophysics Option F: Communications Option G: Electromagnetic waves Options HLOption H: Relativity Option I: Medical physics Option J: Particle physicsStudents at SL are required to study any two options from A–G.Students at HL are required to study any two options from E–J.

Assessment

Assessment SL

EXTERNAL = 76%

PAPER 1 30 multiple-choice questions

PAPER 2 Section A: one data-based question and several short-answer questions on the core (all compulsory)Section B: one extended-response question on the core (from a choice of three)

PAPER 3 Several short-answer questions in each of the two options studied (all compulsory)

INTERNAL = 24%

INTERNAL ASSESS-MENTS


Group 4 Project Students complete a 10 hour project over 3 days where they take a topic and carry out an investigation that includes all of the Group 4 sciences. The project is split into planning, action and evaluation, with students giving a presentation of their findings on the final day.

The Diploma Programme course in sports, exercise and health science involves the study of the science that underpins physical performance and provides the opportunity to apply these principles.

The course incorporates the traditional disciplines of anatomy and physiology, biomechanics, psychology and nutrition, which are studied in the context of sport, exercise and health. Students will cover a range of core and option topics and carry out practical (experimental) investigations in both laboratory and field settings. This will provide an opportunity to acquire the knowledge and understanding necessary to apply scientific principles and critically analyse human performance. Where relevant, the course will address issues of international dimension and ethics by considering sport, exercise and health relative to the individual and in a global context.

The sports, exercise and health science course is offered at standard level only.


COREThere are six compulsory topics in the core.

Topic 1: AnatomyTopic 2: Exercise physiologyTopic 3: Energy systemsTopic 4: Movement analysisTopic 5: Skill in sportTopic 6: Measurement and evaluation of human performance

OPTIONSThere are four options. Students are required to study any two options.

Option A: Optimising physiological performanceOption B: Psychology of sportOption C: Physical activity and healthOption D: Nutrition for sport, exercise and health

SPORTS, EXERCISE & HEALTH SCIENCE

Assessment

GROUP 5MATHEMATICS

MATHEMATICAL STUDIESSL ONLY

MATHEMATICSSL ONLY

MATHEMATICSHL ONLY

5

The aims of all mathematics courses in group 5 are to enable students to:1. enjoy mathematics, and develop an appreciation of the elegance and power of mathematics2. develop an understanding of the principles and nature of mathematics3. communicate clearly and confidently in a variety of contexts4. develop logical, critical and creative thinking, and patience and persistence in problem-solving5. employ and refine their powers of abstraction and generalization6. apply and transfer skills to alternative situations, to other areas of knowledge and to future developments7. appreciate how developments in technology and mathematics have influenced each other8. appreciate the moral, social and ethical implications arising from the work of mathematicians and the

applications of mathematics9. appreciate the international dimension in mathematics through an awareness of the universality of

mathematics and its multicultural and historical perspectives10. appreciate the contribution of mathematics to other disciplines, and as a particular “area of knowledge” in

the TOK course.

Assessment SL

EXTERNAL = 80%

PAPER 1: 15 compulsory short-response questions based on the whole syllabus. (90 marks) 40%

PAPER 2: 6 compulsory extended-response questions based on the whole syllabus. (90 marks) 40%

INTERNAL = 20%

Project The project is an individual piece of work involving the collection of information or the generation of measurements, and the analysis and evaluation of the information or measurements. (20 marks)

MATHEMATICAL STUDIES

This course is available only at standard level, and is equivalent in status to mathematics SL, but addresses different needs. It has an emphasis on applications of mathematics, and the largest section is on statistical techniques. It is designed for students with varied mathematical backgrounds and abilities. It offers students opportunities to learn important concepts and techniques and to gain an understanding of a wide variety of mathematical topics. It prepares students to be able to solve problems in a variety of settings, to develop more sophisticated mathematical reasoning and to enhance their critical thinking. The individual project is an extended piece of work based on personal research involving the collection, analysis and evaluation of data.

Students taking this course are well prepared for a career in social sciences, humanities, languages or arts.

These students may need to utilize the statistics and logical reasoning that they have learned as part of the mathematical studies SL course in their future studies.


Topic 1Number and algebraTopic 2Descriptive statisticsTopic 3Logic, sets and probabilityTopic 4Statistical applicationsTopic 5Geometry and trigonometryTopic 6Mathematical modelsTopic 7Introduction to differential calculus

Assessment

Assessment SL

EXTERNAL = 80%

PAPER 1: No calculator allowed. (90 marks)Section ACompulsory short-response questions based on the whole syllabus.Section BCompulsory extended-response questions based on the whole syllabus.40%

PAPER 2: Graphic display calculator required. (90 marks)Section ACompulsory short-response questions based on the whole syllabus.Section BCompulsory extended-response questions based on the whole syllabus.40%

INTERNAL = 20%

Mathematical Exploration

Internal assessment in mathematics SL is an individual exploration. This is a piece of written work that involves investigating an area of mathematics. (20 marks)

MATHEMATICS SL

This course caters for students who already possess knowledge of basic mathematical concepts, and who are equipped with the skills needed to apply simple mathematical techniques correctly. The majority of these students will expect to need a sound mathematical background as they prepare for future studies in subjects such as chemistry, economics, psychology and business administration.


Topic 1AlgebraTopic 2Functions and equationsTopic 3Circular functions and trigonometryTopic 4VectorsTopic 5Statistics and probabilityTopic 6Calculus

Assessment Assessment HL

EXTERNAL = 80%

PAPER 1: No calculator allowed. (120 marks)Section ACompulsory short-response questions based on the core syllabus.Section BCompulsory extended-response questions based on the core syllabus.30%

PAPER 2: Graphic display calculator required. (120 marks)Section ACompulsory short-response questions based on the core syllabus.Section BCompulsory extended-response questions based on the core syllabus.30%

Paper 3 Graphic display calculator required. (60 marks)Compulsory extended-response questions based mainly on the syllabus options.20%

INTERNAL = 20%

Mathematical Exploration

Internal assessment in mathematics HL is an individual exploration. This is a piece of written work that involves investigating an area of mathematics. (20 marks)

MATHEMATICS HL

This course caters for students with a good background in mathematics who are competent in a range of analytical and technical skills. The majority of these students will be expecting to include mathematics asa major component of their university studies, either as a subject in its own right or within courses such as physics, engineering and technology. Others may take this subject because they have a strong interest in mathematics and enjoy meeting its challenges and engaging with its problems.


Topic 1 - AlgebraTopic 2 - Functions and equationsTopic 3 - Circular functions and trigonometryTopic 4 -VectorsTopic 5 - Statistics and probabilityTopic 6 - CalculusOPTIONSStudents must study options in one of the following:Topic 7 - Statistics and probabilityTopic 8 - Sets, relations and groupsTopic 9 - CalculusTopic 10 - Discrete mathematics

Assessment

GROUP 6THE ARTS

FILMHL & SL

MUSICHL & SL

THEATREHL & SL

VISUAL ARTSHL & SL

6

The aims of all subjects in group 6, the arts are to enable students to:

• enjoy lifelong engagement with the arts • become informed, reflective and critical practitioners in the arts • understand the dynamic and changing nature of the arts • explore and value the diversity of the arts across time, place and cultures • express ideas with confidence and competence • develop perceptual and analytical skills.

Assessment HL SL

EXTERNAL = 50%

INDEPENDENT STUDY 25%

Rationale, script and list of sources for a short documentary production of 12–15 pages on an aspect of film theory and/or film history, based on a study of a minimum of four films. The chosen films must originate from more than one country. (25 marks) Length of the rationale: no more than 100 words Length of the script: 12–15 pages

Rationale, script and list of sources for a short documentary production of 8–10 pages on an aspect of film theory and/or film history, based on a study of a minimum of two films. The chosen films must originate from more than one country. (25 marks) Length of the rationale: no more than 100 words Length of the script: 8–10 pages

PRESENTATION 25%

An oral presentation of a detailed critical analysis of a continuous extract from a prescribed film. The extract must not be longer than 5 minutes. (25 marks) Maximum length of presentation: 15 minutes

An oral presentation of a detailed critical analysis of a continuous extract from a prescribed film. The extract must not be longer than 5 minutes. (25 marks) Maximum length of presentation: 10 minutes - 25%

INTERNAL = 50%

Production portfolio

One completed film project with an associated trailer and written documentation encompassing and connecting both: no more than 1,750 words. (50 marks) Length of the film project: 6–7 minutes (including titles) Length of the trailer: 40–60 seconds Length of individual rationale for the film: no more than 100 words; length of individual rationale for the trailer: no more than 100 words

Group work: The film project may be undertaken as a group project, but all accompanying documentation must be individually produced. While students at SL and HL may work together in a production group, they cannot present the same edit of their film projects for internal assessment due to the different assessment requirements.

One completed film project with accompanying written documentation: no more than 1,200 words. (50 marks) Length of the film project: 4–5 minutes (including titles) Length of individual rationale for the film: no more than 100 words

Group work: The film project may be undertaken as a group project, but all accompanying documentation must be individually produced. While students at SL and HL may work together in a production group, they cannot present the same edit of their film projects for internal assessment due to the different assessment requirements.

FILM

The film course at SL and HL aims to develop in students the skills necessary to achieve creative and critical independence in their knowledge, experience and enjoyment of film. The aims are to promote: 1. An appreciation and understanding of film as a complex art form 2. An ability to formulate stories and ideas in film terms 3. The practical and technical skills of production 4. Critical evaluation of film productions by the student and by

others 5. A knowledge of film-making traditions in more than one country.


PART 1: TEXTUAL ANALYSIS The detailed study of film sequences.

PART 2: FILM THEORY AND HISTORY The study of films and film-making traditions from more than one country.

PART 3: CREATIVE PROCESS—TECHNIQUES AND ORGANISATION OF PRODUCTION The development of creative, analytical and production skills within film-making.

Assessment

Assessment HL SL

EXTERNAL = 50%

LISTENING PAPER30%

Seven musical perception questions (140 marks)Section A - Students answer two questions.Question 1 or question 2 (20 marks), Question 3 (20 marks)Section B - Students answer four questions.Question 4 (20 marks), Question 5 (20 marks), Question 6 (20 marks), Question 7 (20 marks)Section C - Students answer one question.Question 8 (20 marks)

Five musical perception questions (100 marks)Section A - Students answer two questions.Question 1 or question 2 (20 marks), Question 3 (20 marks)Section B - Students answer three questions.Question 4 or question 5 (20 marks), Question 6 (20 marks), Question 7 (20 marks)

MUSICAL LINKS INVESTIGATION20%

A written media script of no more than 2,000 words, investigating the significant musical links between two (or more) pieces from distinct musical cultures (20 marks)

A written media script of no more than 2,000 words, investigating the significant musical links between two (or more) pieces from distinct musical cultures (20 marks)

INTERNAL = 50%

INTERNAL ASSESSMENT

Creating Three pieces of coursework, with recordings and written work (30 marks) 25%Solo performing (75 hours)A recording selected from pieces presented during one or more public performance(s), 20 minutes (20 marks) 25%

Students choose one of the following options.Creating (SLC)Two pieces of coursework, with recordings and written work (30 marks)Solo performing (SLS)A recording selected from pieces presented during one or more public performance(s), 15 minutes (20 marks)Group performing (SLG)A recording selected from pieces

MUSIC

A vibrant musical education fosters curiosity and openness to both familiar and unfamiliar musical worlds.

Through such a study of music we learn to hear relationships of pitch in sound, pattern in rhythm and unfolding sonic structures. Through participating in the study of music we are able to explore the similarities, differences and links in music from within our own culture and that of others across time. Informed and active musical engagement allows us to explore and discover relationships between lived human experience and specific sound combinations and technologies, thus informing us more fully of the world around us, and the nature of humanity.

The Diploma Programme music course provides an appropriate foundation for further study in music at university level or in music career pathways. It also provides an enriching and valuable course of study for students who may pursue other careers. This course also provides all students with the opportunity to engage in the world of music as lifelong participants.


MUSICAL PERCEPTIONThis component is compulsory for SL and HL students.

CREATINGThis component is compulsory for HL and SLC* students only.

SOLO PERFORMINGThis component is compulsory for HL and SLS* students only.

GROUP PERFORMINGThis component is compulsory for SLG* students only.

SL students must choose one of three options:• creating (SLC)• solo performing (SLS)• group performing (SLG)

Assessment

Assessment HL SL

EXTERNAL = 50%

RESEARCH INVESTIGATION

Students are required to produce a research investigation of 2,000–2,500 words with supporting visual materials.

Students are required to produce a research investigation of 1,500–1,750 words with supporting visual materials.

PRACTICAL PERFORMANCE PROPOSAL25%

Students are required to produce a proposal of 250 words with supporting visual materials and a report of 1,000–1,250 words.

Students are required to produce a proposal of 250 words with supporting visual materials.

INTERNAL = 50%

THEATRE PERFORMANCE & PRODUCTION25%

Students are required to do an oral presentation lasting 30 minutes with 7–10 images.

Students are required to do an oral presentation lasting 20 minutes with 5–7 images

INDEPENDENT PROJECT PORTFOLIO25%

Students are required to produce a portfolio of 3,000 words on their independent project (either option A or option B) and its connection to their experiences in the core syllabus.

Students are required to produce a portfolio of 2,000 words on their independent project and its connection to their experiences in the core syllabus.

THEATRE

The aims of the theatre course at HL and SL are to enable students to:• experience and participate in a wide and varied range of theatre

activities and develop proficiency in more than one area of theatre technique

• become familiar with forms of theatre from their own and different cultures

• explore different theatre traditions in their historical contexts• develop academic skills appropriate for the study and

understanding of theatre• become reflective and critical practitioners in theatre• develop the confidence to explore, to experiment and to work

individually and collaboratively on innovative projects, which should involve challenging established notions and conventions of theatre

• understand the dynamic, holistic and evolving nature of theatre and the interdependencies of all aspects of this art form.


CORE The theatre core syllabus at HL and SL consists of three interrelated areas. Students are required to explore these three areas from the perspective of dramaturgy, director, performer, group ensemble, production team and spectator.

THEATRE IN THE MAKINGThe focus of theatre in the making is on the process of theatre making rather than the presentation of theatre. It encompasses the acquisition and development of all skills required to create, present and observe theatre. It is exploratory in nature.

THEATRE IN PERFORMANCEThe focus of theatre in performance is on the application of skills developed in theatre in the making.This involves students in various aspects of presenting theatre, where their practical skills can be applied in different roles (as performers and as part of the production team), while also building upon the knowledge they have acquired in other areas.

THEATRE IN THE WORLDThe focus of theatre in the world is on a practical and theoretical exploration of a range of theatre traditions and cultural practices around the world. It allows students to explore the origins and traditions of a variety of theatre conventions and practices from diverse cultural and historical contexts.

Assessment

Studio refers to the studio work the student selects for inclusion in the candidate record booklet; investigation refers to the selection of pages from the investigation workbooks for inclusion in the candidate record booklet.

VISUAL ARTS

The aims of the visual arts course at HL and SL are to enable students to:• investigate past, present and emerging forms of visual arts and

engage in producing, appreciating and evaluating these• develop an understanding of visual arts from a local, national and

international perspective• build confidence in responding visually and creatively to personal

and cultural experiences• develop skills in, and sensitivity to, the creation of works that

reflect active and individual involvement• take responsibility for the direction of their learning through the

acquisition of effective working practices.


Students investigate and respond to seven broad topics during the programme of study which enable them to form a personal response, explore a range of art media, processes, cultures and contexts.

Topic: 1 Colour Topic: 5 Text As Art Topic: 2 Who Am I? Topic: 6 AppropriationTopic: 3 Culture Topic: 7 iObjectTopic: 4 Get Up, Stand Up!

Assessment HL SL

EXTERNAL = 60%

STUDIO The student prepares a selection of his or her studio work in the form of an exhibition. This is externally assessed by a visiting examiner following an interview with the student about the work.Selection of 12-18 photographs representing the works produced.

The student prepares a selection of his or her studio work in the form of an exhibition. This is externally assessed by a visiting examiner following an interview with the student about the work.Selection of 8-12 photographs representing the works produced.

INTERNAL = 40%

INVESTIGATION The student presents selected pages of his or her investigation workbooks that have been produced during the course. This selection is internally assessed by the teacher and externally moderated by the IBO at the end of the course.25-30 A4/letter-size copies of workbook pages

The student presents selected pages of his or her investigation workbooks that have been produced during the course. This selection is internally assessed by the teacher and externally moderated by the IBO at the end of the course.15-20 A4/letter-size copies of workbook pages

Assessment HL SL

EXTERNAL = 60%

STUDIO The student presents selected pages of his or her investigation workbooks that have been produced during the course. This selection is externally assessed by a visiting examiner following an interview with the student.Selection of 8-12 photographs representing the works produced

The student presents selected pages of his or her investigation workbooks that have been produced during the course. This selection is externally assessed by a visiting examiner following an interview with the student.Selection of 6-8 photographs representing the works produced

INTERNAL = 40%

INVESTIGATION The student presents a selection of his or her studio work. This selection is internally assessed by the teacher and externally moderated by the IBO at the end of the course.30-40 A4/letter-size copies of workbook pages

The student presents a selection of his or her studio work. This selection is internally assessed by the teacher and externally moderated by the IBO at the end of the course.25-30 A4/letter-size copies of workbook pages

Assessment option A

Assessment option B

CONTACT US

bisspudong.comweblog.bisspudong.com

facebook.com/BISSPudongtwitter.com/BISSPudong

600 Cambridge Forest New Town,2729 Hunan Road, Pudong 201315

senior school - nord anglia education...ibdp core requirements ... they are mathematics, the natural...

Documents